David Sedaris Takes on France: Lessons in Humor and Resilience - Article Review Sample

Introduction

The article "Me Talk Pretty One Day" by David Sedaris highlights a tale of new experiences the author encountered in France. It specifically involved experiences in class and different vocabularies that gave him his friend's hard time, especially when asked to participate in class lessons. The author's claim or the purpose of the reading was to motivate his audience to keep up with any problematic situations. Readers can identify the authors' purpose from his tone, which is humorous, indicating perseverance. No matter how harder the case sounded a time, Sedaris maintained and tolerated unwelcoming words from those experiences. Such an incident is clear from the narrative forms of each word he shares (Sedaris, 1999). The essay broadly analyzes the article "Me Pretty Talk One Day" by discussing the author's claim, identify new vital points, describe the author's target audience, and evaluation of the request.

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New Points

The author uses different new points to support his claims in the reading. It would be essential to mention those new points to identify and relate how effectively the author presents his experiences. The author supports his new French learning experiences using different French vocabularies and the constant threat of bodily harm, such as putting someone in fear. Some of the author's vocabularies that mark new points are meismslsxp, apzkiubjxow, and bruise, and constant threats of bodily harm and words such as IBM typewriters (Sedaris, 1999). The author employs these words to point out new vital terms to support his claims and uses the same vocabularies to indicate how French vocabularies were an issue in that class. Key points from that assignment remain the same because they were repeated over and over. Those key points described similar experiences and unwelcome feelings of French vocabularies, especially awful instances the author and his colleagues had with the instructor.

The author's target audience is non-French speakers and individuals who would want to learn a new language in a foreign land. As mentioned, the group of people the author is explicitly passing the message to are non-French speakers and students in general. And because the scenario majorly focuses on language, it is about non-speakers who wish to learn a new language.

Word Choices

The author uses different word choices and accounts or contexts to link the mentioned audiences. The author chose some of the primary instances and word choices as vocabularies and classroom context; they give accounts of learning new language and experiences of student-teacher interactions. The text also employs students from different nationalities and their encounters with learning new vocabularies, especially when interacting with the instructor. The classroom context suggesting learning surroundings, and different students of varying nationalities indicate a surroundings for learning a new language. All these are choices the author develops to interact or connect with this target audience, non-French speakers.

The claims raised by the author are strong enough because they match every account he gives. As the main topic of the reading indicates, it was a French class, and it was a must to learn irregular verbs, flying chalk, and the constant threat of bodily harm. Evidence of a substantial claim lies in the selection and presentation of those vocabularies in a classroom context. Some evidence includes the use of dictionaries, such as meismslsxp and classroom harassment. Such as mentioning what the author and friends love and detest (Sedaris, 1999). Those vocabularies the author used present robust evidence, and it suggests how well they support his claims.

Conclusion

In conclusion, the author wants his audience to persevere through hardships. He uses critical points to mention or give accounts that best describe textual experiences. Sedaris employed different word choices and vocabularies that best describe the audience identified in the text. The context created inside the classroom by the author serves as the primary evidence, among other pieces of evidence that demonstrate how the author's evaluation is the strongest.

Reference

Sedaris, D. (1999). Me Talk Pretty One Day. Esquire, 131(3), 86-88. https://classic.esquire.com/article/1999/3/1/me-talk-pretty-one-day